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ELA Unit Plan Template

Title: From Ramses to Washington to Me

Author and Email Address: Mary Ann Triplett [email protected]

Grade Level: Ninth Grade

Unit Overview: After people experience situations, they often offer advice for others, but is that advice relevant in other situations and time periods? Through a close reading of George Washington’s Farewell Address, students will uncover how Washington established the importance of what he was saying and whether this text is relevant today. Students will focus on integrating reading, writing, speaking, listening, viewing, and language standards. Students will focus on determining independently which words need learned to aid in comprehension and expression; how word choice affects meaning and tone; how structure of text creates various effects; how point of view, claims, reasoning, and evidence are developed and refined; and how certain details are emphasized in different accounts in different mediums.

Unit Introduction/Entry Event: Open the unit by showing photographs of Ramses II found at http://www.google.com by searching images of Ramses II statue while playing Egyptian music in the background if available.

NxG CSOs:

Standards Directly Taught or LearnedThrough Inquiry/Discovery

Evidence of Student Mastery of Content

ELA.9.7 determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions and Writer’s Notebook entries, students must demonstrate mastery of content by determining the meaning of words and phrases in literary text, such as visage, and other words students select.Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions, students must demonstrate mastery of content by analyzing the cumulative impact of word choices, such as visage, on meaning and tone.

ELA.9.8 analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plot), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise.

Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions and the individual written product, students must demonstrate mastery of content by analyzing how Shelley’s choices concerning text structure, order of events, and timing create such effects as mystery, tension or surprise. Students will be able to discuss the impact of the speaker sharing the message from the point of view of the traveler.

ELA.9.11analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).

Through teacher observation of student discussion of Washington’s Farewell Address Text-Dependent Questions and the individual written product, students must demonstrate mastery of content by analyzing how Washington’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of text. Students will analyze the claims in the paragraphs that hinder their comprehension of Washington’s Farewell Address.

http://www.earlyamerica.com/earlyamerica/milestones/farewell/text.html


http://www.google.com/


https://writingcenter.fas.harvard.edu/pages/how-do-close-reading

mailto:[email protected]

ELA.9.13 analyze the representation, in a literary text, of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Through teacher observation of student discussion of Oyzmandias, the art clip, and the video clip, students must analyze each representation, including what is emphasized or absent in each treatment.

ELA.9.15 analyze various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Through teacher observation of student discussion of Washington’s Farewell Address Text-Dependent Questions, students must demonstrate mastery of content by analyzing various accounts of a subject told in different mediums of informational texts by comparing the painting Washington’s Farewell Address to the informational text Washington’s Farewell Address citing which details are emphasized in each account.

ELA.9.16 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Through teacher observation of student discussion of Washington’s Farewell Address Text-Dependent Questions and individual written product, students must demonstrate mastery of content by delineating and evaluating the argument and specific claims of the text, assessing whether the reasoning is valid and the evidence is relevant and sufficient as well as identifying false statements and fallacious reasoning in response to teacher-posed questions.

ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)

Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions and Washington’s Farewell Address Text-Dependent Questions, students must demonstrate mastery of content by discussing Shelley’s and Washington’s craft.In response to the Ninth Grade Argumentative Instructional Writing Rubric, students must demonstrate mastery of content by producing clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

ELA.9.25 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

In response to the Ninth Grade Argumentative Instructional Writing Rubric, students must demonstrate mastery of content by using technology to produce, publish and update writing products, taking advantage of the capacity to link to other information and to display information flexibly and dynamically.

ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions and Washington’s Farewell Address Text-Dependent Questions, students must demonstrate mastery of content by evaluating the speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated of distorted evidence.In response to the Ninth Grade Speaking Rubric, students must demonstrate mastery of content by




http://wveis.k12.wv.us/teach21/cso/upload/UP27WS8.doc




evaluating the speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated of distorted evidence.

ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions and Washington’s Farewell Address Text-Dependent Questions, Writer’s Notebook entries, and completion of major individual and group products, students must demonstrate mastery of content by acquiring and using academic and domain-specific words and phrases accurately and sufficiently for reading, writing, speaking and listening at the college and career readiness level.Through teacher observation of student discussion of Oyzmandias Text-Dependent Questions and Washington’s Farewell Address Text-Dependent Questions, students must demonstrate mastery of content by demonstrating independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression by identifying the words or phrases they need to learn in order to comprehend and express themselves in regards to the topic.

Performance Standards:Know: How to determine the meaning of words and phrasesHow to analyze the impact of word choices on meaning and toneHow to analyze the structure of a text, the order of the events and the manipulation of timeHow to analyze various accounts of a subject How to analyze the development of an author’s ideas or claimsHow to delineate and evaluate an author’s argument, claims, reasoning and evidenceHow to identify false statements and fallacious reasoningHow to produce clear and coherent writing How to use technology to produce, publish and update writing products with the capacity to link to other information and to display information flexibly and dynamicallyHow to evaluate a speaker’s point of view, reasoning and use of evidence and rhetoricHow to acquire and use accurately general academic and domain-specific words and phrases

Do:Determine the meaning of words and phrases as they are used in the text.Analyze the cumulative impact of specific word choices on meaning and tone.Analyze how an author’s choices concerning how to structure a text, order events and manipulate time create such effects as mystery, tension or surprise.Analyze various accounts of a subject, determining which details are emphasized in each account.Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of a text.Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.Identify false statements and fallacious reasoning.Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.





Use technology to produce, publish and update writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level.

Focus/Driving Question: The following focus questions will be posed to students at the culmination of the unit on the Reflection Survey and discussed during the debrief of the unit:How did Washington establish that what he was saying was important? Is Washington’s Farewell Address relevant today? Why? How? Vocabulary: Students will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level by incorporating use of those words in class discussions, writing, and oral presentations.

Students will demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression by identifying the words that are important to their comprehension of the text and using a variety of strategies such as context clues, structural analysis, or consultation of reference materials to develop an understanding of the self-selected words.

During discussion of academic and domain-specific words, students will also demonstrate understanding of word relationships and the nuances of the word.

The focus of vocabulary instruction in this unit is on student selected vocabulary in an attempt to be responsive to the needs of students and develop independence in students. As students are reading silently and as students listen to the teacher read the selection, they will identify the words that are hindering their comprehension or expression. The teacher will compile a list of the unknown words. If more than forty percent of the class identified the word as hindering their comprehension, the teacher will teach the word to the whole group using scientifically research-based strategies. If less than forty percent of the class identified the word as hindering their comprehension, the teacher will group the students in groups to study the words independently using scientifically research-based strategies. Unknown words will be taught using context clues, structural analysis, and in consultation with reference materials. The teacher will evaluate understanding of the self-selected vocabulary through the discussion of text-dependent questions, use of the word in writing, and use of the word in speaking. To make this manageable, the teacher may need to focus on the vocabulary taught to the whole class.

Assessment Plan:As an informed citizen of the United States, your goal is to argue whether Washington’s Farewell Address is relevant to you today. You will present your individual written argument with classmates who share your claim and your teacher. Your argument will be evaluated by you and your teacher using the Ninth Grade Argumentative Instructional Writing Rubric. If time and interest permit, this argument could be expanded into a class debate evaluated by you, your peers, your teacher, and an audience of interested citizens using the Ninth Grade Speaking Rubric. The class debate or another group product chosen by the students and the teacher must become the major group product if the following group performance assessment is not used.

As a historian, your goal is to choose one of the time periods studied in ninth grade social studies and argue whether the message in Washington’s Farewell Address is relevant to the people of that time and place or the philosophers of that time. You will collaborate with other historians studying the same time period and place to present your argument in a multimedia presentation to fellow historians specializing in other time periods, places, and philosophers. The historians will evaluate your argument to determine the speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence using the Ninth Grade Speaking Rubric.




Major Products: Individual Written Argument and Group Presentation of the Argument

Assessment and Reflection:Rubric(s) I will use: (Check all that apply.)

CollaborationWVDE Collaboration Rubric

x Written CommunicationNinth Grade Argumentative Instructional Writing Rubric

x

Critical Thinking & Problem Solving

Content Knowledge

Oral Communication/Speaking and ListeningNinth Grade Speaking Rubric

x Other

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsNinth Grade Speaking Rubric

x

Self-evaluationNinth Grade Argumentative Instructional Writing RubricNinth Grade Speaking RubricWVDE Collaboration Rubric

x Notes

Peer evaluationNinth Grade Speaking RubricWVDE Collaboration Rubric

x Checklists/observationsWriter’s Notebook Checklist

Online tests and exams Concept mapsReflections: (Check all that apply)

SurveyReflection Survey

x Focus Group

Discussion Task Management ChartJournal Writing/ Learning Log Other

Manage the Unit: Although this project is a minimum of three weeks of forty-five minute classes, this project could be extended because students engage in additional research related to the topic and because the teacher incorporates sustained silent reading, book talks, and Article of the Week. If you teach in an extended block, it is recommended that you allot at least thirteen days to this project.

Although the teacher is a facilitator of learning, the teacher will develop text-dependent questions such as those provided, based on the standards of the unit specific to the words and paragraphs identified by students as hindering their comprehension of Washington’s Farewell Address. As teachers monitor student progress, the teacher will be observing how students are making their thinking visible: observing and describing, explaining and interpreting, reasoning, considering different points of view and perspectives, making connections, capturing the heart of the topic and forming conclusions, wondering and asking questions, and uncovering the complexity by going below the surface of the information.

To ensure the targeted learning occurs, the teacher is constantly monitoring student progress toward the goals through the use of formative assessment. The teacher can use the Standards Checklist to note individual progress. The teacher checks with each individual and each group on a regular basis to ensure they are moving toward mastery of the intended learning targets. The teacher reads each individual’s paraphrasing of the paragraph causing difficulty with comprehension to learn about students’ thinking, the information students glean and the vocabulary students acquire. The teacher listens to class discussions and observes students in close reading and small group discussions of the paragraphs students identified for close reading to ascertain progress toward standards. The individual and the teacher will evaluate final individual projects. The presenters, the panelists, the audience, and the teacher will evaluate final presentations of group projects. The teacher might assign certain presentation groups different roles during presentations. For example, while one group is presenting, two groups might be taking notes on the presentation, two groups might be evaluating using the Ninth Grade Speaking Rubric, and two groups might be generating questions to pose.


In addition to taking the role of an informed citizen of our time to complete the individual performance task, students take the role of a historian specializing on a time period, place, and philosopher they are studying or have studied in ninth grade social studies. Students will gather, compile, synthesize, produce, and disseminate information to argue whether the message in Washington’s Farewell Address is relevant to that group during that time. Students will collaborate with others to present their argument to fellow classmates through a group multimedia presentation.

The knowledge and skills students should master before beginning this project are included in earlier West Virginia College and Career Readiness Standards for English Language Arts; however, the teacher might find it necessary to reteach some of the standards in mini-lessons with small groups or the whole class. Text-Dependent Questions to Evaluate Mastery of All Ninth Grade English Language Arts Standards has been included for your modification and adaptation.

To differentiate instruction, the teacher allows students to choose the specific vocabulary words they need to learn to comprehend Washington’s Farewell Address and the specific paragraphs that hinder their comprehension of the selection as a whole. The teacher allows students to choose the time period, place, or philosopher they want to study in terms of whether Washington’s Farewell Address would be relevant. The teacher also allows students choice in how best to present their group presentation. The teacher will scaffold instruction to meet individual student needs through mini-lessons as needed for individuals, small groups, and whole group so all students can successfully meet the goals of this project. Scaffolding for reading can be provided through partner reading and oral reading by the teacher as well as assistance from collaborative group members during research. Scaffolding for writing can be provided as needed through the use of graphic organizers, descriptive feedback, and personal communication with students as well as assistance from collaborative group members. Scaffolding for speaking and listening can be provided as needed through the use of graphic organizers, descriptive feedback, and personal communication with students as well as assistance from collaborative group members.

The teacher will establish a justifiable grading system before launching the unit and present that system to students at the beginning of the project. The teacher will use writer’s notebooks, rough drafts, and practice presentations as documentation and formative assessment; therefore, only descriptive feedback is offered on how students can improve their performance and advance their learning before the final individual product and final the group product are presented. The teacher will constantly be monitoring student progress and providing descriptive feedback to advance learning through classroom observation and discussion and reflection with individuals and small groups. The teacher will evaluate each product or performance with students receiving timely, descriptive feedback denoting strengths and weaknesses, so students can advance their learning and successfully complete the unit. Teachers will assign grades based on individual demonstration of knowledge, skills, and understanding relative to the college and career readiness standards taught during this unit using the Ninth Grade Argumentative Instructional Writing Rubric and the Ninth Grade Speaking Rubric. The teacher will evaluate collaboration skills using the WVDE Collaboration Rubric.

Teachers might suggest that students keep a portfolio of their work. Suggested entries for the portfolio include, but are not limited to the following: annotation of Washington’s Farewell Address, Individual Product, annotation and reflection for one Article of the Week, and a list of books read for enjoyment. Students would also present an argument on why these selections demonstrate mastery of the college and career readiness standards for this unit.




Manage the Process Timeline

Step One: Countdown to Project Launch Teacher discusses scheduling the presentations with other teachers in the building.Teacher will notify school-based and community-based adults about the project before it is started.Students will have access to the school-based adults throughout the project. Teacher will invite community-based adults to serve as panelists for group presentations.Teacher will procure copies of the attachments and organize them as they will be needed. Teacher will teach collaboration, presentation, independence, and inquiry before beginning the unit.

Step Two: Launch the Project Teacher will use Ozymandias by Percy Byssche Shelley to model the expectations of the unit. Students will independently read and annotate Ozymandias. Teacher will orally read Ozymandias while students follow along. Students paraphrase the poem in their Writer’s Notebook. Teacher facilitates a discussion of the poem using Ozymandias Text-Dependent Questions. Students paraphrase the poem again in their Writer’s Notebooks. Students discuss changes they made between the two paraphrases and why they made the changes they did. Teacher will present an art clip to accompany the poem. Students will analyze the work of art. Teacher will review the Ninth Grade Argumentative Instructional Writing Rubric with students. Teacher will provide mini-lesson on using West Virginia Info Depot if students want to add research. Students will use technology to produce, publish, and update an individual written argument.

Step Three: Throughout the Project Teacher will distribute Washington’s Farewell Address. Students independently read and annotate Washington’s Farewell Address. Teacher orally reads Washington’s Farewell Address. Teacher stops every ten minutes because of the length of the selection. Students evaluate Washington’s point of view, reasoning, and evidence with their partner during pauses. Students paraphrase the paragraph that most hinders their comprehension of the selection. Teacher groups students who identified the same paragraph together for close reading of the paragraph. Students discuss Washington’s Farewell Address Text-Dependent Questions in small groups. Students independently revise their paraphrase of the paragraph. Teacher will facilitate a whole class discussion of the text using Save the Last Word for Me Protocol. Students revise their paraphrasing for the last time to demonstrate their understanding of the text.

Teacher presents the individual performance assessment. Teacher presents the Ninth Grade Argumentative Instructional Writing Rubric. Students use technology to produce, publish, and update an individual written argument. Students meet with small groups of like-minded individuals to peer review their arguments. Students revise and edit their individual arguments as needed. Students present a draft of the argument to the teacher for feedback. Students polish and publish their individual arguments. Students evaluate their individual papers. Students present their papers to the teacher for evaluation. Teacher and student discuss and reflect on their learning as evidenced by their individual written product.

Teacher presents the group performance assessment and the rubrics used to evaluate the product.Students choose what time period, group of people, or philosopher they want to study further.Teacher assigns students to collaborative work groups.




http://www.wvinfodepot.org/

http://www.online-literature.com/shelley_percy/672/



Teacher makes sure students are aware of deadlines. Students hold initial team meetings to identify team strengths.Students choose how to present the group product, review rubrics, and compose group contracts.Students generate questions they need to research to complete the group product. Students generate task lists. Students conduct research. Students complete the group product. Students present the group product to the teacher for feedback. Students revise, edit, and polish their group product as needed. Students evaluate their group product.

Step Four: Presenting the ProjectTeacher reviews audience roles and responsibilities with students.Teacher reviews the Ninth Grade Speaking Rubric with audience and panelists.Students present the group presentation to panelists, classmates, and teacher.Panelists, students, and teacher will pose authentic questions about the content of the presentations.Students will respond to questions about the content of the presentations.Panelists, students, and teacher evaluate the presentation. Students analyze the painting Washington’s Farewell Address. .

Step Five: Evaluating the ProjectTeacher and students evaluate how well they met the unit standards by reviewing Writer’s Notebooks, Teacher and students celebrate completion of the project by noting successes. Teacher and students reflect on the unit.

Reflection: Students reflect throughout the unit. Students reflect on their own comprehension by identifying the words and paragraphs that hinder their comprehension of Washington’s Farewell Address. They reflect on the differences between their initial paraphrasing of the paragraph hindering their comprehension and the revised paraphrasing of that paragraph after close reading and discussion of text-dependent questions. Students also reflect on a second revision of the paraphrasing after whole group discussion of the text. Students evaluate their own work on the project through evaluation of their individual written response as well as evaluation of their group product. Students evaluate their own collaboration skills as well as those of their team members using the WVDE Collaboration Rubric. After the group presentations, students will complete the Reflection Survey and debrief the unit in a teacher-facilitated discussion.

The teacher reflects on what is going well and why as well as what needs improved and why throughout the unit as a result of his/her observations and personal communications with students. The teacher facilitates a discussion of the Reflection Survey. During the discussion of the Reflection Survey, the teacher gathers information about the appropriateness of the unit in terms of duration, workload, instructions, resources, assessments, challenges, and assistance. The teacher uses the results of these reflections and self-evaluations as well as results of discussions with colleagues to refine the unit for future use. The teacher collects samples of a range of student work to revise rubrics. The teacher reflects on which college and career readiness standards were mastered and which should be emphasized more in future units if this is not the culminating unit.

Materials/Websites:

Reading material for Daily Sustained Silent Reading

Kelly Gallagher’s Resources Article of the Week http://www.kellygallagher.org/article-of-the-week/- This site offers articles Gallagher has used in his classroom, so teachers can see how Article of the Week works.

Articles of the Week related to the points made in Washington’s Farewell Address

http://hillsource.files.wordpress.com/2010/06/patriotic-ptgs-5-of-3281-e1275733558804.jpg

http://www.kellygallagher.org/article-of-the-week/


Google Images of Ramses II statue https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1366&bih=605&q=Ramses+II+statue&gbv=2&oq=Ramses+II+statue&aq=f&aqi=g1g-m1g-mS1&aql=&gs_l=img.12..0j0i5j0i5i24.2715l6099l0l10362l16l12l0l0l0l0l3950l6627l0j1j0j2j1j1j1j9-1l7l0.frgbld - This site offers clips of photographs of statues of Ramses.

How to Do a Close Reading https://writingcenter.fas.harvard.edu/pages/how-do-close-reading- This site provides directions for close reading.

The Literature Network http://www.online-literature.com/shelley_percy/672/ - This site offers the text of Ozymandias.

Ozymandias Text-Dependent Questions

Google Images of Ozymandiashttps://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1366&bih=605&q=Ozymandias+statue&gbv=2&oq=Ozymandias+statue&aq=f&aqi=&aql=&gs_l=img.12...2502l11063l0l13692l27l23l1l0l0l0l751l2032l2-1j3j6-1l5l0.frgbld. - This site offers clips of photographs of statues of Ozymandias.

Internet Archive http://archive.org/details/Ozymandias - This site offers a video interpretation of Ozymandias. Playing time is two minutes and forty seconds.

West Virginia Info Depot http://www.wvinfodepot.org – This site allows students to search for information on a given topic in magazines, newspapers, encyclopedias, and other websites. The advanced search can narrow the lexile level of the material students are seeking.

Archiving Early America http://www.earlyamerica.com/georgexdsl.html - This site offers The Real Face of George Washington that one might want to use as students enter the room without the sound.

Archiving Early America - http://www.earlyamerica.com/earlyamerica/milestones/farewell/text.html - This site provides a copy of Washington’s Farewell Address with numbered paragraphs.

Yale Law School: The Avalon Project http://avalon.law.yale.edu/18th_century/washing.asp - This site provides a copy of Washington’s Farewell Address.

Save the Last Word for Me Protocol

Ninth Grade Argumentative Instructional Writing Rubric

Ninth Grade Speaking Rubric

WVDE Collaboration Rubric

Teaching Students to Ask Their Own Questions http://www.hepg.org/hel/article/507 - This site offers the article about using the Question Formulation Technique.

Right Question Institute http://media.rightquestion.org/resources/Overview-of-the-Question-Formulation-Technique.pdf - This site provides condensed instructions for using the Question Formulation Technique.

Wordpress http://hillsource.files.wordpress.com/2010/06/patriotic-ptgs-5-of-3281-e1275733558804.jpg - This site shows Washington’s Farewell Address painting by E. P. Moran.


http://media.rightquestion.org/resources/Overview-of-the-Question-Formulation-Technique.pdf


http://www.hepg.org/hel/article/507

http://avalon.law.yale.edu/18th_century/washing.asp


http://www.earlyamerica.com/georgexdsl.html


http://archive.org/details/Ozymandias

https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1366&bih=605&q=Ozymandias+statue&gbv=2&oq=Ozymandias+statue&aq=f&aqi=&aql=&gs_l=img.12...2502l11063l0l13692l27l23l1l0l0l0l751l2032l2-1j3j6-1l5l0.frgbld




https://writingcenter.fas.harvard.edu/pages/how-do-close-reading

https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1366&bih=605&q=Ramses+II+statue&gbv=2&oq=Ramses+II+statue&aq=f&aqi=g1g-m1g-mS1&aql=&gs_l=img.12..0j0i5j0i5i24.2715l6099l0l10362l16l12l0l0l0l0l3950l6627l0j1j0j2j1j1j1j9-1l7l0.frgbld



Reflection Survey

PaperWriting UtensilWriter’s Notebook

School-Based IndividualsEnglish Language Arts TeachersSocial Studies TeachersLibrary Media SpecialistTechnology Integration Specialist

Community-Based AdultsCommunity Members interested in HistoryMembers of the Historical SocietyLocal Historians

TechnologyComputers with Internet accessComputers with word processing softwareComputers with presentation softwarePrinterProjector

Career Connection: This unit relates to the world of work by weaving global awareness and civic leadership into the core subjects of English Language Arts, History, and the Arts as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. The Career Connections noted are appropriate for students entering a career in the cluster directly upon graduation as well as for students entering a career in the cluster upon completion of post-secondary education. To be college and career ready, students set goals, priorities, and timelines to complete expectations outlined in the unit. Students adapt to varied roles, responsibilities, and schedules. Students guide and lead others as well as follow others. Students work independently and in collaboration with others. Students are self-directed learners who are willing to go beyond basic mastery of skills. Students use critical thinking and problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students synthesize information and make connections between information and arguments. Students interact with others knowing when it is appropriate to speak and when it is appropriate to listen. Students are open and responsive to new ideas and diverse perspectives. Students are flexible and open minded in working with others and value the individual contributions made by each member of the team. Students think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students access and evaluate the information they choose to use. Students analyze media, understanding that different individuals interpret messages differently. Students articulate their thoughts and ideas using oral, written, and nonverbal communication as well as using different media and technologies. Students use technology to research, organize, integrate, evaluate, create, and communicate information. Students incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes. Arts and Humanities Cluster:Students interested in careers in this cluster benefit from the research, writing, and speaking skills developed in this unit, as well as the visual design skills used to create the group product. They also benefit from learning how to work within limits and standards of performance, understand word meanings

and relationships between words, see details and differences, evaluate information, make decisions, work with others, communicate with others, direct and plan an activity, and present ideas.

Business and Marketing ClusterStudents interested in careers in this cluster benefit from the decision-making skills developed in this unit, as well as the skills of working with others as both the leader and the follower. They also benefit from learning how to be self-motivated, follow instructions, accept responsibility, perform a variety of duties, get along with others maintaining patience and tact, communicate clearly, influence others, analyze details, reason logically, make decisions, and make changes. Engineering and Technical Cluster:Students interested in careers in this cluster benefit from the planning and designing skills developed in this unit, such as when they are planning and designing the completion of the individual and group products. They also benefit from learning how to attain a set standard of performance, perform a variety of duties, follow step-by-step procedures, visualize objects, see details and differences, work accurately, make decisions, plan and direct an activity. Health Cluster:Students interested in this cluster benefit from the communication skills developed in this unit. They also benefit from learning how to work within precise limits or standards of performance, perform a variety of duties, follow step-by-step instructions, work with others, and evaluate information. Human Services Cluster:Students interested in this cluster benefit from the written and oral communication skills developed in this unit. They also benefit from learning how to follow instructions, perform a variety of duties, make decisions, work with others, and direct and plan an activity. Science and Natural Resources Cluster:Students interested in careers in this cluster benefit from the research skills developed in this unit. They also benefit from learning how to perform to standards of performance, use step-by-step instructions, understand the meaning of words, visual objects, see details and differences, evaluate information, reason logically, make decisions, direct and plan an activity, and present information.

UNIT CALENDARFrom Ramses to Washington to Me

Lesson 1Model unit expectations using Ozymandias.

Lesson 2Launch the unit with silent and oral reading of Washington’s Farewell Address as well as paraphrasing of difficult paragraph. Note if you have a shortened block of time, this may take three days; whereas if you have an extended block of time, it could be accomplished in one day.

Lesson 3Continue the unit with a close reading of Washington’s Farewell Address in small groups and a discussion of Washington’s Farewell Address in whole group using Save the Last Word for Me Protocol. Note if students need more discussion of the text to master the unit standards, this lesson may take additional days.

Lesson 4Continue the unit with students completing the individual performance assessment. Note this may take multiple days: one day for drafting, one day for revising, editing, one day for polishing after teacher feedback.

Lesson 5Continue the unit with students completing the group performance assessment. Note this may take multiple days: one day for initial group meetings, one day for researching, one day for drafting, one day for practice presentations, one day for polishing after teacher feedback.

Lesson 6Continue the unit with group presentations. Note that each group should be allotted at least five minutes for presentations.

Lesson 7Bring the unit to a close with a “reading” of the painting Washington’s Farewell Address and a debrief of the unit.

STANDARD CHECKLIST

Name/Standard ELA.9.7 ELA.9.8 ELA.9.11 ELA.9.15 ELA.9.16 ELA.9.23 ELA.9.25 ELA.9.32 ELA.9.41

ELA Lesson Plan Template

Author’s Name and Email Address: Mary Ann Triplett [email protected]

Grade: Ninth

Lesson Plan Number & Title: 1 of 7 Ozymandias, the Model

Duration: 45–90 minutes

Focus/Driving Question: How did Percy Bysshe Shelley establish what he way saying was important?

Lesson Overview: During this lesson the teacher will model the expectations of the unit using Ozymandias by Percy Bysshe Shelley. Students will uncover the lesson standards through a close reading of the poem, a discussion of text-dependent questions, a written paraphrase of the poem, a revised written paraphrase of the poem, and a short writing assignment relating the poem to today.

WVCCRSELA.9.7 determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).ELA.9.8 analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plot), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise.ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.32.3 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will facilitate student acquisition of background knowledge through a close reading of Ozymandias. Students will silently read and annotate the poem noting anything surprising, significant, or confusing as well as any questions they have. Students will continue annotation of the poem during oral reading of the poem by the teacher. The teacher will facilitate a discussion of text-dependent questions as well as questions the students may have. Students might need to research the answers to their self-generated questions to complete the final written product for this lesson successfully. The teacher will use the information gleaned to inform instruction related to this lesson as well as related to the process of this using this instructional strategy.

Anchor Text & Questions for Close Reading: The Literature Network at http://www.online-literature.com/shelley_percy/672/ contains a copy of the anchor text Ozymandias.The questions for close reading can be found in Ozymandias Text-Dependent Questions.

Vocabulary Development: Students will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level by incorporating use of those words in class discussions and writing.


Manage the Lesson: The teacher will open the lesson projecting pictures of Ramses and playing Egyptian Music if available. The teacher will use the poem Ozymandias by Percy Byssche Shelley to model the expectations of the unit. Students will independently read and annotate Ozymandias noting anything surprising, significant, or confusing as well as any questions they have as they are reading. The teacher will orally read Ozymandias while students follow along, so all students have access to the text. The teacher will ask students to paraphrase the poem. The teacher will facilitate a discussion of the poem using Ozymandias Text-Dependent Questions. The teacher might choose to have students share their paraphrase of the poem using the Save the Last Word for Me Protocol. After the discussion, the teacher asks students to paraphrase the poem again. The teacher will present an art clip to accompany the poem. The teacher will facilitate a discussion where students “read” the work of art noting which details are emphasized in the work of art and which details are emphasized in the poem. The teacher might choose to show the video clip of an interpretation of the poem. The teacher will present the Ninth Argumentative Instructional Writing Rubric and assign students to write a one-page argument expressing whether the argument presented in Ozymandias is relevant today citing evidence from the poem. While the West Virginia Info Depot at http://www.wvinfodepot.org can provide additional material for research, the teacher might need to conduct a mini-lesson on how to use this source. The teacher will formatively evaluate the writing assignment using the Ninth Grade Argumentative Instructional Writing Rubric.

Active Literacy: Students will independently read and annotate Ozymandias noting anything surprising, significant, or confusing as well as any questions they have as they are reading. Students will follow along as the teacher orally reads Ozymandias continuing their annotation of the text. Students paraphrase the poem. Students participate in text-dependent discussion of the poem. Students share their original paraphrase of the poem using the Save the Last Word for Me Protocol. Students paraphrase the poem again. Students will “read” the work of art presented by the teacher noting which details are emphasized in the work of art and which details are emphasized in the poem.

Post Literacy: Students will write a one-page argument expressing whether the argument presented in Ozymandias is relevant today citing evidence from the poem. Students might choose to use information from other resources, such as http://www.wvinfodepot.org to strengthen their arguments.

Product/Performance: As an informed citizen of the United States, your goal is to argue whether the message in Ozymandias is relevant today. You will present you individual argument in a one-page written argument to be shared with your teacher tomorrow for the purposes of self-evaluation and formative assessment using the Ninth Grade Argumentative Instructional Writing Rubric.

Reflection: In their Writer’s Notebooks, students will reflect on the driving question as well as what they learned from both Ozymandias and the process as well as why their learning was important, how their thinking changed, and how they will apply the learning to new situations.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressOzymandiasPaperWriting UtensilOzymandias Text-Dependent QuestionsSave the Last Word for Me ProtocolNinth Grade Argumentative Instructional Writing RubricWriter’s NotebookComputer with word processing software and internet access



Printer

Websites: Google Images of Ramses II statuehttps://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1366&bih=605&q=Ramses+II+statue&gbv=2&oq=Ramses+II+statue&aq=f&aqi=g1g-m1g-mS1&aql=&gs_l=img.12..0j0i5j0i5i24.2715l6099l0l10362l16l12l0l0l0l0l3950l6627l0j1j0j2j1j1j1j9-1l7l0.frgbld This site offers clips of photographs of statues of Ramses.The Literature Network http://www.online-literature.com/shelley_percy/672/ This site offers the text of Ozymandias.Google Images for Ozymandias statue https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1366&bih=605&q=Ozymandias+statue&gbv=2&oq=Ozymandias+statue&aq=f&aqi=&aql=&gs_l=img.12...2502l11063l0l13692l27l23l1l0l0l0l751l2032l2-1j3j6-1l5l0.frgbld. This site offers clips of photographs of statues of Ozymandias.Internet Archive http://archive.org/details/Ozymandias This site offers a video interpretation of Ozymandias. Playing time is two minutes and forty seconds.West Virginia Info Depot http://www.wvinfodepot.org or other sites for additional research.

Career Connection: This lesson relates to the world of work by weaving the core subjects of English Language Arts, History, and the Arts together with 21st Century Skills needed in today’s careers as well as the careers students might choose that have yet to be invented. Students must set goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must work independently as self-directed learners who are willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must access and evaluate the information they choose to use. Students must analyze media, understanding that different individuals interpret messages differently. Students must articulate their thoughts and ideas using oral, written, and nonverbal communication. Students must use technology as a tool to research, organize, integrate, evaluate, create, and communicate information. Students must have the flexibility to incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students must reflect critically on the learning experience and processes and use the information gleaned to inform future learning experiences and processes.


http://archive.org/details/Ozymandias








Anchor Text with Text-Dependent Questions:

The Literature Network at http://www.online-literature.com/shelley_percy/672/ contains a copy of Ozymandias by Percy Byssche Shelley. After students have read the text silently and the teacher has read the text orally, the teacher will facilitate a whole class discussion of Ozymandias using the questions below while being responsive to student needs.

Text, page or paragraph reference Text-dependent questions and Writing Prompt

WVCCRS addressed

If students do not mention the word “visage,” please do so next. If students do note the word, please use the questions provided with the next objective.

What words or phrases hindered your understanding of the poem?What does the word mean?How do you know?


visage What is the meaning of visage?How do you know?What sense of time does the word evoke?How do you know?How does use of the word affect meaning?How does the use of the word affect tone?


I met a traveler … How did the author manipulate the structure of the poem?How does the rest of the poem build on the first line?What effect does the author’s choice of providing the information from another party have on the reader?


At the end of the poem, pose these questions.

What are the advantages of sharing the information from the point of view of a traveler?What reasoning does the speaker use?How does the speaker’s use of reasoning affect the presentation of the information?What evidence does the speaker use?How does the speaker’s use of evidence affect the presentation of the information?What rhetorical devices does the speaker use?How does the speaker’s rhetoric affect the presentation of the information?


At the end of the poem, pose these questions before assigning the one-page writing assignment.

What is the issue being debated in the poem?What is the author’s position?How do you know?How does the author support his claim?What reasoning does the author use to support his claim?


Compare a photograph of Ramses II with the poem.

What is emphasized in the poem that is also emphasized in the photograph?What is emphasized in the poem that is not emphasized in the photograph?What is emphasized in the photograph that is not emphasized in the poem?

ELA.9.13 analyze the representation in a literary text in a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

When writing one-page argument, students use technology.

Using Microsoft Word, produce and publish your argument taking advantage of the Internet to research for evidence to add to your argument.



SAVE THE LAST WORD FOR ME PROTOCOLDeveloped by Patricia AveretteAdapted by Mary Ann Triplett

PurposeThe purpose of this protocol is to clarify and deepen our understanding by providing a structured way to engage all students actively in a discussion. Students build on the ideas of others while clarifying, verifying, and challenging their own ideas and conclusions as well as qualifying or justifying their own views and understanding.

Ozymandias

Students come to the text-dependent discussion with their paraphrase of the selection.

After the text-dependent discussion, one student reads his/her paraphrase without offering any explanation.

The other students share what they are thinking and what questions come to mind when they hear the paraphrase as well as the ideas from their own paraphrasing.

The author of the paraphrase has the last word by sharing his/her explanation and building on the ideas presented by his/her classmates.

Washington’s Farewell Address

Students come to the whole class discussion with their paraphrase of the paragraph presenting the most difficulty for them.

The students arrange themselves in the order their paragraphs appear in the selection.

The student with the first paragraph, reads the paragraph that presented difficulty for them.

The other students share what they are thinking and what questions come to mind when they hear the paragraph.

The students who read the paragraph orally has the last word by sharing his/her thoughts and building on the ideas presented by his/her classmates.

The discussion continues until all students have an opportunity to share the paragraphs that presented difficulty for them.

Note sometimes different students choose the same paragraph. In that case, one student reads the paragraph, students who did not choose that paragraph respond first. Then other students who chose that paragraph respond. The person who read the paragraph orally gets the last word.

Ninth Grade Instructional Writing RubricARGUMENTATIVE

4Exemplary – Exceeds Standard

3Adequate – Meets Standard

2Partial – Approaches Standard

1Minimal – Begins Standard

Org

aniz

atio

n an

d Fl

ow

The writer introduces precise,

knowledgeable claim(s) distinguishes the claim(s)

from alternate or opposing claims

creates an effective organization that establishes clear relationships among claims, counterclaims, reasons and evidence

uses efficient and meaningful words, phrases and clauses to:

o link the major sections of the text

o create cohesiono clarify the

relationships between claims and

reasons reasons and

evidence claims and

counterclaims provides a powerful

conclusion that follows from and effectively supports the argument presented

The writer introduces precise claim(s)

distinguishes the claim(s) from alternate or opposing claims

creates an organization that establishes clear relationships among claims, counterclaims, reasons and evidence

uses words, phrases and clauses to:

o link the major sections of the text

o create cohesiono clarify the

relationships between claims and

reasons reasons and

evidence claims and

counterclaims

provides a conclusion that follows from and adequately supports the argument presented

The writer introduces claim(s)

somewhat acknowledges the existence of alternate or opposing claims

creates an organization that partially establishes relationships among claims, reasons and evidence

uses some words, phrases or clauses to link the major sections of the text

provides a conclusion that partially supports the argument presented

The writer shows an attempt to

introduce claim(s) does not acknowledge the

existence of alternate or opposing claims

creates an organization that minimally establishes relationships among claims, reasons and evidence

uses limited language structures to establish some linkage between the major sections of the text.

does not provide a conclusion that adequately supports the argument presented

Con

tent

: Top

ic D

evel

opm

ent a

nd

Supp

ort

The writer develops claim(s) and

counterclaim(s) fairly and insightfully

supplies convincing evidence:

o factso extended definitionso concrete detailso quotations or other

informationo strong examples

while pointing out strengths and limitations appropriate to the claim(s) and counterclaim(s)

The writer develops claim(s) and

counterclaim(s) fairly

supplies relevant evidence: o factso extended definitionso concrete detailso quotations or other

informationo strong examples

while pointing out strengths and limitations appropriate to the claim(s) and counterclaim(s)

The writer acknowledges claim(s) and

counterclaim(s)

supplies some relevant evidence:

o factso detailso examples

while pointing out some strengths and limitations to support the claim(s) and counterclaim(s)

The writer shows an attempt to state a

claim and counterclaim

provides little or no evidence:o factso detailso examples

Focu

s

The writer effectively focuses on a

clearly identified purpose and topic

effectively anticipates the audience’s point of view:

o knowledge levelo concerns

relative to the claim

The writer adequately focuses on an

identified purpose and topic

anticipates the audience’s point of view:



The writer somewhat focuses on an

identified purpose and topic

somewhat anticipates the audience’s point of view:



The writer shows a minimal focus on

purpose and topic

shows a minimal consideration of the audience’s point of view

Lang

uage

Use

The writer effectively uses words,

phrases and clauses to support the logic and clarity of the argument

conforms to the guidelines in a style manual appropriate for the discipline and argumentative writing

effectively establishes and maintains a formal style and objective tone

The writer adequately uses words,

phrases and clauses to support the logic and clarity of the argument

conforms to the guidelines in a style manual appropriate for the discipline and argumentative writing

adequately establishes and maintains a formal style and objective tone

The writer uses words, phrases and

clauses to partially support the logic and clarity of the argument

partially conforms to the guidelines in a style manual appropriate for the discipline and argumentative writing

partially establishes a formal style and objective tone

The writer uses words, phrases and

clauses to minimally support the logic and clarity of the argument

rarely conforms to the guidelines in a style manual appropriate for the discipline and argumentative writing

rarely establishes a formal style and objective tone

Con

vent

ions

The writer uses correct capitalization,

punctuation, and spelling, with insignificant errors that need little or no editing.

demonstrates effective o use of a semicolon (and

perhaps a conjunctive adverb) to link two or more closely related independent clauses

o use of a colon to introduce a list or quotation

incorporates effective o use of parallel structureo use of a variety of

phrases and clausesto enhance specific meanings and add interest.

The writer uses correct capitalization,

punctuation, and spelling, with few errors that need editing but do not distract from the argument.

demonstrates correcto use of a semicolon (and



incorporates adequate o use of parallel structureo use of a sufficient variety

of phrases and clausesto convey specific meanings and add interest

The writer uses capitalization,

punctuation, and spelling, with errors that need editing to clarify the argument.

sometimes demonstrates correcto use of a semicolon (and



incorporates limited o use of parallel structure o phrases and clauses

to convey clear meanings

The writer uses capitalization,

punctuation, and spelling, with frequent and repeated errors that need editing to convey the argument.

demonstrates consistently incorrecto use of a semicolon (and



incorporates minimal o use of parallel structure o phrases and clauses

to convey clear meanings



Grade: Ninth

Lesson Plan Number & Title: 2 of 7 Grappling with Washington

Duration: Although this lesson could be completed in one ninety-minute block of time, the teacher may need to assign the silent reading on one day and the oral reading on two days if there is a shorter block of time or if the teacher is incorporating daily sustained silent reading.

Focus/Driving Question: How did Washington establish what he was saying was important?

Lesson Overview: During this lesson, students will independently read Washington’s Farewell Address and listen to the teacher read the address aloud to identify the specific words and paragraphs that hinder their individual comprehension of the text as well as the questions they generate while reading. Students will uncover the lesson standards through a close reading of the address, process discussion with a partner, and a written paraphrase of the address.

WVCCRSELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Anchor Text & Questions for Close Reading: The Avalon Project at Yale Law School at http://avalon.law.yale.edu/18th_century/washing.asp contains a copy of Washington’s Farewell Address.The questions for close reading can be found in Washington’s Farewell Address Text-Dependent Questions, but these will only be needed to plan for the next lesson.

Vocabulary Development:Students will demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression by identifying the words that are important to their comprehension of the text.

Manage the Lesson:The teacher will open the lesson with Archiving Early America’s The Real Face of George Washington presentation at http://www.earlyamerica.com/georgexdsl.html. The teacher will distribute a copy of Washington’s Farewell Address to students to read independently. As students read independently, they note any words that hinder their comprehension of the text, the paragraphs that hinder their comprehension of the overall text, and any questions that come to mind as they read. Although it is advised that students read the text independently, the teacher may scaffold this with partner reading to alleviate frustration, but allow the students to grapple with the text independently for at least ten minutes before providing this scaffolding. The suggested time is a guide. Please be responsive to the needs of



one’s students and provide the scaffolding as needed before students reach their frustration level and shut down. After giving students approximately twenty-five minutes, to read independently while the teacher circulates the room, the teacher will read Washington’s Farewell Address orally, so all students have access to the text. Because of the length of the text, the teacher should pause every ten minutes for two minutes to give students opportunity to process and evaluate what Washington is saying with a partner. The teacher will ask students to write a translation of the paragraph that interferes most with their understanding of the text. At the end of this lesson, the teacher will collect the texts where students noted the words and paragraphs as well as the questions they generated as they read the text to plan for the next lesson. Active Literacy: Students independently read Washington’s Farewell Address noting any words that hinder their comprehension of the text, the sections hindering their comprehension of the entire text, and questions they generate while reading. Students might read and annotate a print copy of the text or they may read and annotate the text on electronic devices as available. Students follow along and listen to the teacher read aloud the text, eliminating any words they initially marked that are in their listening vocabularies and any sections that became clear when they were heard. Students continue to generate questions they have about the text while listening. With a partner, students orally evaluate Washington’s point of view and reasoning as the teacher pauses during the oral reading.

Post Literacy: Each student chooses the paragraph that was most difficult to comprehend. Each student paraphrases the paragraph in writing.

Product/Performance: As a reader experiencing difficulty, your goal is to paraphrase the paragraph that is presenting the most difficulty in your comprehension of the address. You will present your annotated text and the paraphrased paragraph to your teacher as you leave class for the purpose of formative assessment and planning for tomorrow’s instruction.

Reflection: In their Writer’s Notebook, students reflect upon what they learned about the strategy used, why it is important, and how they can apply this strategy in other classes because they need to be able to handle text independently for college and career readiness.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressWashington’s Farewell AddressPaperWriting UtensilWriter’s Notebook

Websites: Archiving Early America - http://www.earlyamerica.com/earlyamerica/milestones/farewell/text.html - This site provides a copy of Washington’s Farewell Address with numbered paragraphs.Yale Law School: The Avalon Project http://avalon.law.yale.edu/18th_century/washing.asp - This site provides a copy of Washington’s Farewell Address.

Career Connection: This lesson relates to the world of work by weaving civic leadership into the core subjects of English Language Arts, History, and the Arts as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. Students must set goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must work independently as well as in collaboration with others. Students must be



self-directed learners who are willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students must articulate their thoughts and ideas using oral and written communication. Students must reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes.

Anchor Text with Text-Dependent Questions:

Yale Law School: The Avalon Project at http://avalon.law.yale.edu/18th_century/washing.asp provides a copy of Washington’s Farewell Address by George Washington. After students have read the text silently and the teacher has read the text orally, the teacher will group the students according to the student selected paragraphs that hindered their comprehension. Students will discuss the text-dependent questions while the teacher circulates the room. The teacher will use Save the Last Word for Me Protocol to facilitate a whole class discussion and ensure students have a deep understanding of Washington’s Farewell Address.

Text, page or paragraph reference Text-dependent questions and Writing Prompt

WVCCRS addressed

Use student chosen words to address the questions.

What does the word mean?How do you know?How does the word add to the selection?What other words are closely related to that word?What would be the effect of using a synonym of for the word?How did the author’s word choice affect the address?


Use student chosen paragraphs to address the questions.

Which sentence best expresses the author’s ideas?How do the other sentences develop or refine the author’s ideas?How does the specific paragraph build on the other paragraphs in the text?How does the specific paragraph relate to the text as a whole?

ELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).


What is the sender-receiver relationship?What is the desire effect of the author?How do you know?What is the author’s argument?How do you know?What specific claims does the author make?How do you know?What valid reasoning does the author present?What relevant evidence does the author present?What false statements does the author make?



What is the author’s point of view?How do you know?What reasoning and evidence does the author use to support his point of view?What fallacious reasoning, exaggerated evidence, or distorted evidence does the author present?


Use student chosen paragraphs to address the questions. Pose these questions before assigning the one-page writing assignment.

What is the issue being addressed in the address?What is the author’s position?How do you know?How does the author support his claim?What reasoning does the author use to support his claim?



What does the author emphasize in the address that is emphasized in the painting?What is not emphasized in the painting that is emphasized in the address?What is not emphasized in the address that is emphasized in the painting?


When writing one-page argument, students use technology.

Using Microsoft Word, produce and publish your argument taking advantage of the Internet to research for evidence to add to your argument.




Author’s Name and Email Address: Mary Ann Triplett matriple@ k12.wv.us

Grade: Ninth

Lesson Plan Number & Title: 3 of 7 Up Close with Washington

Duration: Although this lesson can be completed in one shorter block of time, the teacher can extend this lesson as long as needed to ensure students understand the text and master all of the standards noted in this lesson.

Focus/Driving Question: How did Washington establish that what he was saying was important?

Lesson Overview: During this lesson, students will closely read Washington’s Farewell Address, respond to Washington’s Farewell Address Text-Dependent Questions in small groups and as a whole class, and paraphrase the paragraphs that hinder their individual comprehension of the text as well as generate questions they have about the text in order to uncover the standards of this lesson.

WVCCRSELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).ELA.9.16 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will facilitate student acquisition of background knowledge through the use of text-dependent questions to which students respond orally. The teacher will also note additional questions students generate about the text. Students might need to research the answers to their self-generated questions to complete the final written product for this unit successfully. The teacher will use the information gleaned to inform instruction related to this lesson as well as related to the process of using this instructional strategy.

Anchor Text & Questions for Close Reading: The Avalon Project at Yale Law School at http://avalon.law.yale.edu/18th_century/washing.asp contains a copy of Washington’s Farewell Address.The questions for close reading can be found in Washington’s Farewell Address Text-Dependent Questions.

Vocabulary Development:Students will acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level when considering a word or phrase important to comprehension. It is important that the teacher teach students



how to use context clues, structural analysis or consultation of reference materials, so students can independently acquire vocabulary.

Manage the Lesson:The teacher can choose to facilitate a whole group discussion using the paragraphs identified by the students in the previous lesson for close reading or the teacher could group students in small groups based upon the paragraphs they chose in the previous lesson for close reading. If using small groups, teachers should consider limiting the number of students to four students per group because more students are likely to participate in small group discussions. If using small groups for the close reading, the teacher needs to manage the other groups by having extended learning opportunities for students when they are not discussing the text with the teacher. If students can facilitate the small group discussions on their own, the teacher will monitor their progress by walking throughout the room and by listening to their discussions. Teachers may need to limit the amount of time students have to discuss the text-dependent questions to keep students on topic. The teacher orally poses text-dependent questions or provides a list of them to students to use in their student-facilitated discussions. After discussion of text-dependent questions, students will paraphrase their assigned paragraph in writing. The teacher might choose to use Save the Last Word for Me Protocol to facilitate a whole group discussion after the small group discussion. At the end of the whole group discussion, the teacher will ask students to revise their written paraphrases. At the end of this lesson, the teacher will collect the written paraphrases to formatively assess student understanding of the text. Active Literacy: Students closely read their assigned section of Washington’s Farewell Address and discuss the text-dependent questions. Students paraphrase their assigned paragraph. Students participate in a whole group discussion using Save the Last Word for Me Protocol.

Post Literacy: Each student paraphrases their assigned paragraph in writing.

Product/Performance: As a reader experiencing difficulty, your goal is to paraphrase the paragraph that is presenting the most difficulty in your comprehension of the address. You will present your paraphrased paragraph to your teacher as you leave class for the purpose of formative assessment.

Reflection: In their Writer’s Notebook, students reflect upon how Washington established what he was saying was important.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressWashington’s Farewell AddressWashington’s Farewell Address Text-Dependent QuestionsPaperWriting UtensilWriter’s Notebook

Websites: Archiving Early America - http://www.earlyamerica.com/earlyamerica/milestones/farewell/text.html - This site provides a copy of Washington’s Farewell Address with numbered paragraphs.Yale Law School: The Avalon Project http://avalon.law.yale.edu/18th_century/washing.asp - This site provides a copy of Washington’s Farewell Address.

Career Connection:



This lesson relates to the world of work by weaving civic leadership into the core subjects of English Language Arts and History as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. Students must set goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must guide and lead others as well as follow other leaders. Students must work independently as well as in collaboration with others. Students must be self-directed learners who are willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students must articulate their thoughts and ideas using oral, written, and nonverbal communication. Students must have the flexibility to incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students must reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes.


Author’s Name and Email Address: Mary Ann Triplett matriple@ k12.wv.us

Grade: Ninth

Lesson Plan Number & Title: 4 of 7 Getting Personal with Washington

Duration: It is recommended that three days be devoted to this lesson.

Focus/Driving Question: How did Washington establish that what he was saying was important? Is Washington’s Farewell Address relevant?

Lesson Overview: During this lesson, students will draft their individual responses to the performance assessment to demonstrate they have mastered the standards of this lesson.

WVCCRSELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).ELA.9.16 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.25 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will facilitate student acquisition of background knowledge through the individual performance assessment for this unit. Students might need to research the answers to their self-generated questions to complete the individual performance assessment for this unit successfully. The teacher will use the information gleaned to inform instruction related to this lesson as well as related to the process of using this instructional strategy.


Vocabulary Development:Students will acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level when considering a word or phrase important to comprehension.



Manage the Lesson:The teacher will review the Ninth Grade Argumentative Instructional Writing Rubric because it will be used to evaluate the individual performance assessment. The teacher will monitor student progress as they complete the individual performance assessment offering assistance as needed to individuals, small groups, or whole class through mini-lessons and personal communication. At the conclusion of the lesson, the teacher will review student self-evaluations of their product and evaluate students’ individual performance assessments. Active Literacy: Students will draft their response to the individual performance assessment. Students will meet with small groups of like-minded individuals to discuss their viewpoint and peer review their arguments. Students will revise and edit their individual arguments as needed. Students will present a draft of the argument to the teacher for feedback. Students will polish and publish their individual arguments after receiving feedback from the teacher. Students will evaluate their individual papers using the Ninth Grade Argumentative Instructional Writing Rubric. Students present their papers to the teacher for evaluation using the Ninth Grade Argumentative Instructional Writing Rubric.

Post Literacy: Students informally debate whether Washington’s Farewell Address is relevant to today.

Product/Performance: As a concerned citizen, your goal is to argue whether the points made in Washington’s Farewell Address is relevant today citing evidence from Washington’s Farewell Address as well as from Articles of the Week or additional research conducted by you. You will present your written argument to your teacher who will evaluate it using the Ninth Grade Argumentative Instructional Writing Rubric.

Reflection: In their Writer’s Notebooks, students reflect on their progress toward mastering the unit standards.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressWashington’s Farewell AddressWashington’s Farewell Address Text-Dependent QuestionsWriting UtensilWriter’s NotebookComputer with Internet accessComputer with word processing softwarePrinter

Websites: Archiving Early America - http://www.earlyamerica.com/earlyamerica/milestones/farewell/text.html - This site provides a copy of Washington’s Farewell Address with numbered paragraphs.Yale Law School: The Avalon Project http://avalon.law.yale.edu/18th_century/washing.asp - This site provides a copy of Washington’s Farewell Address.West Virginia Info Depot http://www.wvinfodepot.org – This site allows students to search for information on a given topic in magazines, newspapers, encyclopedias, and other websites. The advanced search can narrow the lexile level of the material students are seeking.

Career Connection: This lesson relates to the world of work by weaving civic leadership into the core subjects of English Language Arts and History as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. Students must set goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must guide and lead others as well as follow other leaders. Students must work independently




as well as in collaboration with others. Students must be self-directed learners who are willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students must access and evaluate the information they choose to use. Students must analyze media, understanding that different individuals interpret messages differently. Students must articulate their thoughts and ideas using oral, written, and nonverbal communication as well as using different media and technologies. Students must use technology as a tool to research, organize, integrate, evaluate, create, and communicate information. Students must have the flexibility to incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students must reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes.



Grade: Ninth

Lesson Plan Number & Title: 5 of 7 Collaborating with Washington

Duration: It is recommended that five days be devoted to this lesson.

Focus/Driving Question: Is Washington’s Farewell Address relevant?

Lesson Overview: During this lesson, students will meet in assigned groups to plan how to complete the group performance assessment; conduct research; draft, revise, edit, practice, polish, and publish the group performance assessment.

WVCCRSELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).ELA.9.15 analyze various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.ELA.9.16 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.25 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will facilitate student acquisition of background knowledge by conducting a mini-lesson on the Question Formulation Technique.


Vocabulary Development: Students will acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level when considering a word or phrase important to comprehension and expression.


Manage the Lesson: The teacher will present the group performance assessment, the Ninth Grade Speaking Rubric, and the WVDE Collaboration Rubric used to evaluate the product. The teacher will assign students to collaborative work groups. The teacher will make sure students are aware of deadlines. The teacher will ask students to hold initial team meetings to identify team strengths, choose how to present the group product, review rubrics, and compose group contracts. The teacher will facilitate students in the formulation of questions they need to research to complete the group product using the Question Formulation Technique. The teacher will suggest students generate task lists. The teacher will monitor students as they conduct research and complete the group product. The teacher will provide students with descriptive feedback during practice presentations. The teacher will facilitate students as they revise, edit, and polish their group product as needed. The teacher will facilitate students in the self-evaluation of their group product using the Ninth Grade Speaking Rubric.

Active Literacy: Students will meet with their groups to identify team strengths, choose how to present the group product, review rubrics, and compose group contracts. Students will formulate questions they need to research to complete the group product using the Question Formulation Technique. Students will generate task lists. Students will conduct research and complete the group product. Students will present the group product to the teacher in a practice presentation. Student will revise, edit, and polish their group product as needed. Students will evaluate their group product using the Ninth Grade Speaking Rubric.

Post Literacy: Students will evaluate their group product using the Ninth Grade Speaking Rubric.

Product/Performance:As a historian, your goal is to choose one of the time periods studied in ninth grade social studies and argue whether the message in Washington’s Farewell Address is relevant to the people of that time and place. You will collaborate with other historians studying the same time period and place to present your argument in a multimedia presentation to fellow historians specializing in other time periods and places. The historians will evaluate your argument to determine the speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Reflection: In their Writer’s Notebooks, students will reflect on how relevant the message in Washington’s Farewell Address was to the time period and place they researched.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressComputers with Internet accessComputers with word processing softwareComputers with presentation softwareProjectorWriting UtensilWriter’s Notebook

Websites: Right Question Institute http://media.rightquestion.org/resources/Overview-of-the-Question-Formulation-Technique.pdf - This site provides instructions for the Question Formulation Technique.These will be determined by the individual groups and their research.

Career Connection: This lesson relates to the world of work by weaving global awareness and civic leadership into the core subjects of English Language Arts and History as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. Students must set



goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must guide and lead others as well as follow other leaders. Students must work independently as well as in collaboration with others. Students must be self-directed learners who are willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students must access and evaluate the information they choose to use. Students must analyze media, understanding that different individuals interpret messages differently. Students must articulate their thoughts and ideas using oral, written, and nonverbal communication as well as using different media and technologies. Students must use technology as a tool to research, organize, integrate, evaluate, create, and communicate information. Students must have the flexibility to incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students must reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes.

Grade 9 Speaking RubricARGUMENTATIVE

4Exemplary – Exceeds

Standard

3Adequate – Meets Standard

2Partial – Approaches Standard

1Minimal – Begins Standard

Org

aniz

atio

n an

d Fl

ow

The speaker introduces precise,

knowledgeable claim(s) distinguishes the claim(s) from

alternate or opposing claims demonstrates an effective

organization that establishes clear relationships among claims, counterclaims, reasons and evidence

effectively presents information, findings and supporting evidence that is clear, concise and logical

effectively makes strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) too enhance understanding of

findings, reasoning and evidence

o add interest uses efficient and meaningful

words, phrases and clauses to: o link the major sections of

the texto create cohesiono clarify the relationships

between claims and reasons reasons and evidence claims and

counterclaims presents a powerful conclusion

that follows from and supports the argument presented

The speaker introduces precise claim(s)

distinguishes the claim(s) from alternate or opposing claims

demonstrates an organization that establishes clear relationships among claims, counterclaims, reasons and evidence

adequately presents information, findings and supporting evidence that is clear, concise and logical

adequately makes strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) too enhance understanding of

findings, reasoning and evidence

o add interest uses words, phrases and

clauses to: o link the major sections of

the texto create cohesiono clarify the relationships

between claims and reasons reasons and evidence claims and

counterclaims

presents a conclusion that follows from and supports the argument presented

The speaker introduces claim(s)

acknowledges the existence of alternate or opposing claims

demonstrates an organization that establishes relationships among claims, reasons and evidence

presents some information, findings and supporting evidence

uses some digital media (e.g., textual, graphical, audio, visual or interactive elements)

uses some words, phrases or clauses to link the major sections of the text

presents a conclusion that shows an attempt to support the argument presented

The speaker shows an attempt to

o introduce claim(s)o establish relationships

among claims, reasons and evidence

shows an attempt to present information, findings and supporting evidence

uses little or no digital media (e.g., textual, graphical, audio, visual or interactive elements)

uses limited language structures to establish some linkage between the major sections of the text

presents a conclusion to support the argument presented

Con

tent

: Top

ic D

evel

opm

ent a

nd S

uppo

rt The speaker presents insightful claim(s)

and counterclaim(s) fairly supplies convincing evidence

for each through the presentation of strengths and limitations

anticipates the audience’s knowledge level and concerns

effectively uses well-chosen, relevant and significanto factso extended definitionso concrete detailso quotations or other

information o strong examples

appropriate to the claim

The speaker presents claim(s) and

counterclaim(s) fairly supplies relevant evidence for

each while pointing out strengths and limitations

anticipates the audience’s knowledge level and concerns

effectively uses well-chosen, relevant and sufficiento factso extended definitionso concrete detailso quotations or other

information o strong examples

appropriate to the claim

The speaker acknowledges claim(s) and

counterclaim(s) supplies evidence while

pointing out some strengths and limitations

uses some relevant facts, details, or examples to support the claim

The speaker shows an attempt to state a

claim and counterclaim provides some evidence

shows an attempt to use facts, details, or examples to explain the claim

Focu

s

The speaker effectively focuses on a clearly

identified purpose considers the audience’s

position relative to the claim

The speaker clearly focuses on an identified

purpose shows some consideration of

the audience’s position relative to the claim

The speaker somewhat focuses on an

identified purpose shows limited consideration of

the audience’s knowledge of the claim

The speaker shows an attempt to focus on

purpose and audience strays from the topic

Lang

uage

Use

The speaker uses precise language and

vocabulary to effectively manage the logic and clarity of the argument

uses a well-controlled and appropriate tone for the purpose and audience

effectively adapts language to a variety of contexts and tasks

The speaker uses precise language and

vocabulary to consistently support the logic of the argument

uses an appropriate tone for the purpose and audience

adequately adapts language to a variety of contexts and tasks

The speaker uses language and vocabulary

that sometimes support the argument

uses a tone that somewhat relates to purpose and audience

adapts language to a variety of tasks

The speaker uses language and vocabulary

that rarely support the argument

uses a tone that shows little or no relation to purpose and audience

shows an attempt to adapt language

Con

vent

ions

The speaker demonstrates effective

command of formal English when indicated or appropriate with little or no errors

The speaker demonstrates adequate

command of formal English when indicated or appropriate with few errors

The speaker demonstrates a partial

command of formal English with some errors

The speaker demonstrates minimal

command of formal English with frequent and repeated errors

Collaboration Below Standard At Standard Above Standard

Leadership

Student plays a passive role, Student generates few new ideas Student tends to only do what they are told to

do by others.

Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule. Student understands and articulates goals of class/group. Student accepts responsibilities for his or her actions and

the actions of the group.

In addition to meeting the criteria for At Standard, the:

Student thoughtfully organizes and divides the work between group members.

Student monitors progress toward group goal. Student adapts easily to changes in the task or group.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

Cooperation

Student does not willingly follow directions. Student vocalizes intense opposition to group or

classroom goals. Student does not comply with group, classroom and

community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.


Student encourages cooperation through words and actions. Student creates or initiates procedures (or activities) that encourage

cooperation. Student willingly switches roles in group or classroom as required by

the situation.0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback. Student does not dress, act or respond

appropriately to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression and body language

Student provides positive feedback to peers and adults Student dresses, acts and responds appropriately to the task

at hand.


Student models appropriate speech, behavior, clothing,, etc. even at the risk of breaking peer norms.

Student goes out of their way to encourage positive behavior and attitude.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord. Student does not seek or encourage facilitation or

mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other. Student never attempts to cause conflict by false reporting. Student only engages in private side conversations when

attempting to reduce discord. Student is willing to accept facilitation or mediation in the

event they are involved in a conflict.


Student serves as facilitator or mediator between groups or individuals.

Student volunteers to find resources or schedule meetings between individuals or groups in conflict.

Student, alone or in concert with other students or adults, initiates activities that further harmony between individuals or groups.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

Empathy

Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.


Student engages in action that makes the emotional comfort of others a primary concern.

Student attempts to broaden group activities to be more inclusive.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50



Grade: Ninth

Lesson Plan Number & Title: 6 of 7 Presenting Washington

Duration: 45 – 90 minutes

Focus/Driving Question: Is Washington’s Farewell Address relevant?

Lesson Overview: During this lesson, students will present their group performance assessment, pose questions of their peers, evaluate their peers using the Ninth Grade Speaking Rubric, and evaluate their collaboration using the WVDE Collaboration Rubric. Students will demonstrate that they have uncovered the objectives of the unit through their presentations and responses to the questions posed by the panelists, their peers, and the teacher.

WVCCRSELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).ELA.9.15 analyze various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.ELA.9.16 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.25 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will facilitate student acquisition of background knowledge by monitoring student presentations to identify what questions students still have unanswered.


Vocabulary Development: Students will acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level when considering a word or phrase important to comprehension and expression.


Manage the Lesson: Prior to group presentations, the teacher will review audience roles and responsibilities with students. The teacher will review the Ninth Grade Speaking Rubric with audience and panelists. The teacher will pose authentic questions about the content of presentations to presenters. The teacher along with the panelists and audience will evaluate each presentation using the Ninth Grade Speaking Rubric.

Active Literacy: Students will present their group performance assessment responding to questions posed by the panelists and the audience. When members of the audience, students will formulate and pose questions to the presenters as well as peer evaluate the presentations using the Ninth Grade Speaking Rubric.

Post Literacy: Students will complete the WVDE Collaboration Rubric for their group.

Product/Performance: As a historian, your goal is to choose one of the time periods studied in ninth grade social studies and argue whether the message in Washington’s Farewell Address is relevant to the people of that time and place. You will collaborate with other historians studying the same time period and place to present your argument in a multimedia presentation to fellow historians specializing in other time periods and places. The historians will evaluate your argument to determine the speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Reflection: In their Writer’s Notebooks, students will reflect on how relevant the message in Washington’s Farewell Address was to the different time periods and places studied in ninth grade social studies.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressComputers with Internet accessComputers with presentation softwareProjectorWriting UtensilWriter’s Notebook

Websites:These will be determined by the individual group presentations.

Career Connection: This lesson relates to the world of work by weaving global awareness and civic leadership into the core subjects of English Language Arts and History as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. Students must set goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must guide and lead others as well as follow other leaders. Students must work independently as well as in collaboration with others. Students must be self-directed learners who are willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students must access and evaluate the information they choose to use. Students must analyze media, understanding that different individuals interpret messages differently. Students must articulate

their thoughts and ideas using oral, written, and nonverbal communication as well as using different media and technologies. Students must use technology as a tool to research, organize, integrate, evaluate, create, and communicate information. Students must have the flexibility to incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students must reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes.



Grade: Ninth

Lesson Plan Number & Title: 7 of 7 Debriefing Washington

Duration: 45 – 90 minutes

Focus/Driving Question: How did Washington establish that what he was saying was important? Is Washington’s Farewell Address relevant?

Lesson Overview: During this lesson, students “read” the painting Washington’s Farewell Address, debrief the unit, and reflect on their learning.

WVCCRSELA.9.7 determine the meaning of words and phrases as they are used in the literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).ELA.9.8 analyze how an author’s choices concerning how to structure a literary text, order events within it (e.g., parallel plot), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension or surprise.ELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).ELA.9.15 analyze various accounts of a subject told in different mediums of informational texts (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.ELA.9.16 delineate and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9.23 produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)ELA.9.25 use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.ELA.9.32 evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9.41 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will ensure students know how to find the answer to any remaining questions they have related to the unit.



Vocabulary Development: Students will acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level when considering a word or phrase important to comprehension or expression.

Manage the Lesson: The teacher facilitates a reading of the painting Washington’s Farewell Address using Washington’s Farewell Address Text-Dependent Questions. The teacher facilitates a discussion of the prompts on the Reflection Survey. During the discussion of the Reflection Survey, the teacher also gathers information about the appropriateness of the unit in terms of duration, workload, instructions, resources, assessments, challenges, and assistance. The teacher uses the results of these reflections and self-evaluations to refine the unit for future use. The teacher collects samples of a range of student work to revise rubrics. The teacher reflects on which standards were mastered and which should be emphasized more in future units if this is not the culminating project.

Active Literacy: Students “read” the painting Washington’s Farewell Address by noting which details are emphasized in the painting and which details are emphasized in Washington’s Farewell Address. Students debrief the unit in a teacher-facilitated discussion.

Post Literacy: Students will complete the Reflection Survey individually.

Performance/Product:As a reflective thinker, your goal is to reflect on the experiences you have had throughout this unit and complete the Reflection Survey. You will present your completed Reflection Survey to your teacher who will use your input to improve the unit for future students.

Reflection: In their Writer’s Notebooks, students will reflect on how well they met the unit standards by reviewing what they learned, why it is important, how their thinking changed, and how they will apply what they learned to new situations.

Materials & Resources: Reading material for Daily Sustained Silent ReadingArticles of the Week related to the points made in Washington’s Farewell AddressReflection SurveyWriting UtensilWriter’s NotebookComputer with Internet accessProjector

Websites: Wordpress http://hillsource.files.wordpress.com/2010/06/patriotic-ptgs-5-of-3281-e1275733558804.jpg This site shows Washington’s Farewell Address painting by E. P. Moran

Career Connection: This lesson relates to the world of work by weaving civic leadership into the core subjects of English Language Arts, History, and the Arts as well as integrating the 21st Century Skills needed in today’s careers and the careers students might choose that have yet to be invented. Students must set goals, priorities, and timelines to produce results. Students must adapt to varied roles, responsibilities, and schedules. Students must guide and lead others as well as follow other leaders. Students must work independently as well as in collaboration with others. Students must be self-directed learners who are


willing to go beyond basic mastery of skills. Students must use their critical thinking problem solving skills to analyze and evaluate reasons, evidence, arguments, claims, and beliefs including those different from their own. Students must synthesize information and make connections between information and arguments. Students must interact effectively with others by knowing when it is appropriate to speak and when it is appropriate to listen. Students must be open and responsive to new ideas and diverse perspectives. Students must be flexible and open minded in working with others and value the individual contributions made by each member of the team. Students must think creatively to brainstorm research questions and collaborate and cooperate with others to develop, implement, and communicate their ideas. Students must access and evaluate the information they choose to use. Students must analyze media, understanding that different individuals interpret messages differently. Students must articulate their thoughts and ideas using oral, written, and nonverbal communication as well as using different media and technologies. Students must use technology as a tool to research, organize, integrate, evaluate, create, and communicate information. Students must have the flexibility to incorporate feedback and deal positively with praise as well as with setbacks and criticism. Students must reflect critically on past learning experience and processes and use the information gleaned to inform future learning experiences and processes.

REFLECTION SURVEY

Name _______________________________________Date ________________________________________Block _______________________________________Washington’s Farewell Address

How did Washington establish what he was saying was important?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why is Washington’s Farewell Address still read today?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

During this unit, I learned______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I wonder______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In regards to this unit, I would suggest the following changes______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Overall, the quality of my work in this unit deserves a(n) _____ because ________

____________________________________________________________________________________________________________________________________________

Writer’s Notebook Checklist

L1 – Paraphrase Ozymandias after reading and listening to the poem.

L1 - Paraphrase Ozymandias after discussing the poem.

L1 - Write a paragraph explaining the differences between the two paraphrases and why.

L1 - Reflect on how Percy Bysshe Shelley established what he was saying was important? Also reflect on what you learned from both Ozymandias and the process as well as why your learning was important, how your thinking changed, and how you will apply the learning to new situations.

L2 - Paraphrase the paragraph or section of Washington’s Farewell Address that hindered your comprehension of the address.

L2 - Reflect upon what you learned about the strategy used, why it is important, and how you can apply this strategy in other classes because you need to be able to handle text independently for college and career readiness.

L3 – Paraphrase the paragraph that presented difficulty in Washington’s Farewell Address after discussing the address.

L3 - Write a paragraph explaining the differences between the paraphrases and why.

L3 – Reflect on how Washington established what he was saying was important.

L4 – Reflect on your progress toward mastering the unit standards.

L5 - Reflect on how relevant the message in Washington’s Farewell Address was to the time period and place your group researched.

L6 - Reflect on how relevant the message in Washington’s Farewell Address was to the different time periods and places studied in ninth grade social studies.

L7 - Reflect on how well you met the unit standards by reviewing what you learned, why it is important, how your thinking changed, and how you will apply what the learning to new situations.

Text-Dependent Questions to adapt for Washington’s Farewell Address to check progress of all ninth grade standards if used as the culminating unit:

Text, page or paragraph reference

Text-dependent questions and Writing Prompt

WVCCRS addressed

Read the first couple of paragraphs of the selection.

What have you learned so far?Please cite as much textual evidence as you can.

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text.

Read the next few paragraphs. What is the central idea of the text?What in the text makes you say that?Using a Summarization Strategy from Teach 21, summarize what you have read thus far.As you continue reading, consider how the central idea is developed.

ELA.9.5 determine a central idea of an informational text and analyze its development over the course of the informational text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the informational text.

Read the rest of the selection noticing the sequence of events, analyzing the relationships and connections, and discerning cause and effect.

How are the series of ideas, events, or steps related?What in the text makes you say that?What connections can be drawn between them?What in the text makes you say that?

ELA.9.6 analyze how the author unfolds an analysis or series of ideas or events in informational texts, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.

Notice the words used. Which words or phrases hinder your comprehension?What do those words mean?What in the text makes you say that?Are some words surprising or symbolic?What figurative meaning does the language suggest?What in the text makes you say that?What connotations does the language suggest?What in the text makes you say that?How does word choice affect meaning?What in the text makes you say that?How does word choice affect tone?What in the text makes you say that?

ELA.9.10 determine the meaning of words and phrases as they are used in a informational text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Reconsider the central ideas and author’s claims.

How is the central idea or author’s claim developed and refined by particular sentences, paragraphs, or larger portion of the text?What in the text makes you say that?How could you divide the text into parts?How do those parts develop and refine the central idea or author’s claim?What in the text makes you say that?

ELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).

Look at the language choices. How does the author’s use of rhetoric (word choice and tone) illuminate and advance the author’s point of view or purpose?What in the text makes you say that?

ELA.9.12 determine an author’s point of view or purpose in an informational text and analyze how an author uses rhetoric to advance that point of view or purpose.

Read a text with visual, quantitative, or technical information related to the first text.

What was emphasized in both texts?What was emphasized in the first text but not the second text?What was emphasized in the second text but not the first text?


Go back to the original text. How valid are the author’s claims?What in the text makes you say that?Does the author offer relevant and sufficient evidence?What in the text makes you say that?Is the author’s reasoning sound?What in the text makes you say that?Does the author use false statements or fallacious reasoning?What in the text makes you say that?How does the author persuade you?What in the text makes you say that?


Read a text that is related to the How does the author draw on and ELA.9.17 analyze seminal U.S. documents of

first text. transform source material?What in the text makes you say that?

How are the two texts related?What in the texts makes you say that?What was emphasized in both texts?What was emphasized in the first text but not the second text?What was emphasized in the second text but not the first text?

historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Continue to read in the grades 9-10 complexity band.

Use the questions suggested above to monitor your comprehension and provide scaffolding as needed.

ELA.9.19 by the end of the year, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read the poem. What have you learned so far?Please cite as much textual evidence as you can.

ELA.9.1 cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the literary text.

Listen to the poem. What is the central idea of the text?What in the text makes you say that?Using a Summarization Strategy from Teach 21, summarize what you have read thus far.As you read, consider how the central idea is developed.

ELA.9.2 determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.

Notice how characters develop and interact to advance the plot and develop the theme.

How do complex characters develop over the course of the text?What in the text makes you say that?How do the characters interact with each other?What in the text makes you say that?How do the characters advance the plot?What in the text makes you say that?How do the characters develop the theme?What in the text makes you say that?

ELA.9.3 analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters and advance the plot or develop the theme.

Notice the words used. Which words or phrases hinder your comprehension?What do those words mean?What in the text makes you say that?Are some words surprising or symbolic?What figurative meaning does the language suggest?What in the text makes you say that?What connotations does the language suggest?What in the text makes you say that?How does word choice affect meaning?What in the text makes you say that?How does word choice affect tone?What in the text makes you say that?


Consider the author’s choices. How does the author create effects such as mystery, tension, or surprise?What in the text makes you say that?How does the author structure the text?What in the text makes you say that?How does the author order events?What in the text makes you say that?How does the author manipulate time?What in the text makes you say that?


Analyze point of view or cultural experience.

How does the author illuminate and advance the author’s point of view or cultural experience?What in the text makes you say that?

ELA.9.9 analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Read a text with visual, quantitative, or technical information related to the first text.

What was emphasized in both texts?What was emphasized in the first text but not the second text?What was emphasized in the second text but not the first text?

ELA.9.13 analyze the representation of a literary text of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Read a text that is related to the How does the author draw on and ELA.9.14 analyze how an author draws on

first text. transform source material?What in the text makes you say that?How are the two texts related?What in the texts makes you say that?What was emphasized in both texts?What was emphasized in the first text but not the second text?What was emphasized in the second text but not the first text?

and transforms source material in a specific literary work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Continue to read in the grades 9-10 complexity band.

Use the questions suggested above to monitor your comprehension and provide scaffolding as needed.

ELA.9.18 by the end of the year, read and comprehend literature, including stories, drama and poems, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Analyze an argumentative text. How does the author introduce a precise claim?What in the text makes you say that?How does the author distinguish the claim from alternate or opposing claims?What in the text makes you say that?How does the author establish clear relationships among claims, counterclaims, reasons, and evidence?What in the text makes you say that?How does the author develop claims and counterclaims fairly?What in the text makes you say that?How does the author anticipate the audience’s knowledge level and concerns?What in the text makes you say that?How does the author create cohesion and clarify the relationships between claims, counterclaims, reasons, and evidence.What in the text makes you say that?How does the author establish and maintain a formal style and objective tone?What in the text makes you say that?How does the author conclude the argument?What in the text makes you say that?How effective is the author’s argument?

ELA.9.20 write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. introduce precise claim(s), distinguish

the claim(s) from alternate or opposing claims and create an organization that establishes clear relationships among claim(s), counterclaims, reasons and evidence.

develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

use words, phrases and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the argument presented.

Analyze an informative text. How does the author introduce the topic?What in the text makes you say that?How does the author develop the topic?What in the text makes you say that?How does the author create cohesion and clarify the relationships among complex ideas and concepts?What in the text makes you say that?How does the author use precise language and domain-specific vocabulary to manage the complexity of the topic?What in the text makes you say that?How does the author establish and maintain a formal style and objective tone?What in the text makes you say that?How does the author conclude the informative text?What in the text makes you say that?How effective is the author’s informative text?

ELA.9.21 write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content. introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. develop the topic with well-chosen,

relevant and sufficient facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.

use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas

and concepts. use precise language and domain-

specific vocabulary to manage the complexity of the topic.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Analyze a narrative text. How does the author engage and orient the reader?What in the text makes you say that?How does the author set out the problem, situation, or observation?What in the text makes you say that?How does the author introduce the narrator and characters?What in the text makes you say that?How does the author create a smooth progression of experiences or events?What in the text makes you say that?How does the author use narrative techniques to develop experiences, events, or characters?What in the text makes you say that?How does the author sequence events so that they build on one another to create a coherent whole?What in the text makes you say that?How does the author convey a vivid picture of the experiences, events, setting, or characters?What in the text makes you say that?How does the author conclude the narrative?What in the text makes you say that?How effective is the narrative text?

ELA.9.22 write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. engage and orient the reader by

setting out a problem, situation or observation, establishing one or multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.

use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences events and/or characters.

use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.

provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

Analyze mentor text. How does the author produce clear and coherent writing appropriate to task, purpose, and audience/What in the text makes you say that?


Analyze mentor text. How does the author develop and strengthen the writing for a specific purpose and audience?What in the text makes you say that?

ELA.9.24 develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of all Language objectives up to and including grade 9.)

Analyze mentor text. How does the author update writing?How does the author display information flexibly and dynamically?

ELA.9.25 use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Analyze mentor text. How does the author demonstrate understanding of the subject under

ELA.9.26 conduct short, as well as more sustained, research projects to answer a

investigation?What in the text makes you say that?

question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Analyze mentor text. How does the author avoid plagiarism?What in the text makes you say that?

ELA.9.27 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Analyze mentor text. How does the author support analysis, reflection, and research?What in the text makes you say that?

ELA.9.28 draw evidence from literary or informational texts to support analysis, reflection, and research. apply grade 9 Reading objectives to

literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

apply grade 9 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Analyze mentor text. How does the author write for a range of tasks, purposes, and audiences?What in the text makes you say that?

ELA.9.29 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

Analyze presentations.

Evaluate participation in discussions.

How does the speaker build on the ideas of others?What in the presentation makes you say that?How does the speaker express his/her ideas clearly and persuasively?What in the presentation makes you say that?

What other research makes you say that?

How do you work with peer to set rules for collegial discussions and decision-making, establish clear goals, set deadlines, and assign individual roles?Why are these skills important in your life?

How do you propel the conversation?What questions did you pose?To what questions did you respond?How did you actively incorporate others into

ELA.9.30 initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. come to discussions prepared, having

read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines and individual roles as needed.

propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify or challenge ideas and conclusions.

respond thoughtfully to diverse perspectives, summarize points of

the discussion?How did you clarify, verify, or challenge ideas and conclusions?Why are these skills important in your life?

How did you respond to diverse perspectives?With which points did you agree?With which points did you disagree?How did you qualify or justify your own views?What new connections did you make?Why are these skills important in your life?

agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Analyze presentations. How did you integrate multiple sources of information in your presentations?How did you evaluate the credibility and accuracy of each source?Why is it important to integrate multiple credible and accurate sources in presentations?

ELA.9.31 integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Analyze presentations. Does the speaker offer relevant and sufficient evidence?What in the presentation makes you say that?Is the speaker’s reasoning sound?What in the presentation makes you say that?Does the speaker use false statements, fallacious reasoning, or exaggerated or distorted evidence?What in the presentation makes you say that?How does the speaker use rhetoric to persuade you?What in the presentation makes you say that?


Analyze presentations. How did the speaker present information, findings, and supporting evidence so the listener could follow the line of reasoning?What in the presentation makes you say that?How was the organization, development, substance, and style of the speaker appropriate to purpose, audience, and task?What in the presentation makes you say that?

ELA.9.33 present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task.

Analyze presentations. How did the speaker use digital media to enhance understanding of findings, reasoning, and evidence as well as to add interest?What in the presentation makes you say that?

ELA.9.34 make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

Analyze presentations. How did the speaker demonstrate a command of formal English?What in the presentation makes you say that?How could the speaker adapt his/her speech to different contexts and tasks?

ELA.9.35 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 9 Language objectives for specific expectations.)

Analyze mentor text, written assignments, and presentations.

Did the author/speaker use demonstrate command of the conventions of standard English grammar and usage?What in the text/presentation makes you say that?How did the grammar and usage chosen by the author/speaker affect the reader/listener?How does the author/speaker use parallel structure?What in the text/presentation makes you say that?How does the author/speaker convey specific meanings?What in the text/presentation makes you say that?

ELA.9.36 demonstrate command of the conventions of standard English grammar and usage when writing or speaking. use parallel structure. use various types of phrases (noun, verb,

adjectival, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

How does the author/speaker add variety and interest?What in the text/presentation makes you say that?Why would the author/speaker choose not to demonstrate the conventions of standard English grammar and usage?

Analyze mentor text and written assignments.

Did the author demonstrate command of the conventions of standard English capitalization, punctuation, and spelling?What in the text/presentation makes you say that?How did the conventions of capitalization, punctuation, and spelling affect the reader/listener?How did the author use semicolons?What in the text makes you say that?How did the author use colons?What in the text makes you say that?Why would the author choose not to demonstrate conventions of standard English capitalization, punctuation, and spelling?

ELA.9.37 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. use a semicolon (and perhaps a conjunctive

adverb) to link two or more closely related independent clauses.

use a colon to introduce a list or quotation. spell correctly.


How did the author/speaker make effective choices for meaning or style?What in the text/presentation makes you say that?How did the author/speaker conform to the style guidelines appropriate to the discipline and writing type?What in the text/presentation makes you say that?

ELA.9.38 apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. write and edit work so that it conforms to the

guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers)appropriate for the discipline and writing type.


What words or phrases hinder your understanding of the text?How can you determine, clarify, or verify the meaning of the word?What does the word mean?What makes you say that?How does the word add to the selection?What other words are closely related to that word?What would be the effect of using a synonym for the word?How did the author’s/speaker’s word choice affect the reader/listener?

ELA.9.39 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content, choosing flexibly from a range of strategies. use context (e.g., the overall meaning of a

sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech or its etymology.

verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


Are some words surprising or symbolic?What is the word’s connotative meaning?What in the text makes you say that?What is the word’s figurative meaning?What in the text makes you say that?What role does the word play in the text? What would the effect be if a word with similar denotation would have been used?Why might the author/speaker have chosen the word he/she did?

ELA.9.40 demonstrate understanding of figurative language, word relationships and nuances in word meanings. interpret figures of speech (e.g., euphemism,

oxymoron) in context and analyze their role in the text.

analyze nuances in the meaning of words with similar denotations.


What words or phrases hinder your understanding of the text?How can you determine, clarify, or verify the meaning of the word?What does the word mean?What makes you say that?How do you determine which words to use when writing?


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